Lesson Title: Photosystems I and II/Noncyclic and Cyclic Electron Transport/Rate of Photosynthesis Lab
State Standards: GLEs/GSEs
LS2 (9-11) POC+ SAE –4
Trace the cycling of matter (e.g., carbon cycle) and the flow of energy in a living system from its source through its transformation in cellular, biochemical processes (e.g., photosynthesis, cellular respiration, fermentation). LS2 (Ext)–4
Students demonstrate an understanding of matter and energy flow in an ecosystem by …
4aa explaining the energy transfer with cells in photosynthesis [and cellular respiration], tracking ATP production and consumption
National Standards:
Content Standard A: Science as Inquiry
o Formulate and revise scientific explanations and models using logic and evidence
o Recognize and analyze alternative explanations and models. Content Standard C: Life Science
o Matter, Energy, and Organization in Living Systems- The energy for life primarily derives from the
sun. Plants capture energy by absorbing light and using it to form chemical bonds between the
atoms of carbon-containing molecules. In addition, the energy stored in bonds between the atoms
can be used as sources of energy for life processes.
Context of Lesson:
Students will continue learning about Light-Dependent reactions, focusing mainly on photosystems and noncyclic and cyclic electron transport. Students will also begin a lab that requires students to test various variables that may have an affect on the rate of photosynthesis.
Opportunities to Learn:
Depth of Knowledge
Level 2 Comprehension:
Students will answer questions while taking notes that require them to discuss and explain the process of light-dependent reactions and photosystems.
Level 3 Application:
Students will illustrate the cycles of photosystems I and II.
Level 4 Analysis:
Students will compare cyclic and noncyclic electron transport by completing a Venn diagram.
Level 5 Synthesis :
Students will formulate a story of photosynthesis.
Prerequisite Knowledge
Students should be familiar with the photosynthetic equation, chloroplast anatomy, and ATP. This lesson will expose students to photosystems as well as electron transport.
Plans for Differentiating Instruction
The lesson has a variety of teaching styles incorporated such as: demonstrations, working on responses independently, and group work. These will alter the mood in the classroom as well as the style of learning (visual, auditory, etc.).
Accommodations and modifications
Throughout the lesson, student responses are kept on the board for further discussion as well as that particular day's agenda. This will help to keep students organized, focused, and on task. Also, I will show figures from the student's textbook so that it will be familiar and it will also help them understand it for when they are reviewing for the test on their own. By doing demonstrations, this will help students stay focused and see the topics in a real-life application which may give meaning to the topics which in turn helps them understand.
Environmental factors
Students will be working independently at their tables (2 students per table) for most of the class period. The students will work in pairs for the laboratory experiment that will be started during this lesson and completed another day.
Compare and contrast cyclic and noncyclic electron transport.
Color and label a photosystems worksheet.
Complete an electron transport graphic organizer.
Prepare the beginning of the Rate of Photosynthesis lab.
Instruction:
Opening:
Warm-up question: Where are the two places that chlorophyll absorbs the energy of sunlight? Remind them to think back to last night's reading for help. Allow students to think and record their answers in their notebooks. Then review some student's responses and putting them on the overhead/chalkboard. Reaction to Reading: Did last night's strategy work for you? What did you like and dislike about it? What can you tell me about photosystems? What is the difference between I and II? What is their purpose? Question for the Day: What are the roles of the two photosystems? Agenda: Notes on photosystems I and II, noncyclic and cyclic electron transport, begin rate of photosynthesis lab.
Engagement:
I will first have the students think about the warm-up question some more. I will give them some more time to jot down some thoughts or questions regarding the question. Then, we'll discuss student's responses and begin taking notes (letting students know that we will find answers to their questions when we are going through the notes). The notes will contain a brief overview of what was covered yesterday (light-dependent reactions and where they take place) which will bring us into photosystems. I will show several figures of light-dependent reactions as well as photosystems specifically from the textbook as well as others (from online and other textbooks). I will ask students questions like: Where are these light-dependent reactions occurring?, Where is water broken down?, Where are two places that chlorophyll absorbs the energy of sunlight (warm-up question)?, Where and how is ATP produced in this process?, How is NADPH produced in this process?. At this time, I will hand out a photosystems diagram that the students will color according to the directions and fill out what happens at each step. I will make colored pencils available and encourage students to fill out as much as possible without looking at their notes or textbook but allow them to if needed. They will work independently for this assignment.
At this time, I will begin discussing electron transport by asking students what powers ATP production (electron transport-->which helps establish a proton gradient that in turn powers ATP production). I will hand out a graphic organizer for the students to utilize while I am walking through electron transport. The graphic organizer will be the same figures I am going over on the computer/overhead, with blanks for the students to fill in with the information they are hearing from me. I will be asking questions throughout the process; stopping often to stress important points and steps. Students will then work in pairs to fill out a Venn diagram comparing Cyclic and Noncyclic electron transport (photophosphorylation). I will be walking around the room answering questions and keeping students on task. They will hand them in as an assessment.
I will ask students what some things they think affect the process of photosynthesis. We will create a list on the board as a class and I will let them know we will be beginning a lab that we will start today and finish two days from today. I will ask students what the purpose of the lab is, what the variables being tested are, and what are some of their hypothesis'. The students will line up by birthdays (oldest to youngest) and then count of by two's or three's depending on the number of students in the class. I will assign each group with a variable they will be observing (light intensity, temperature, pH, and carbon dioxide). The students will set up their experiments and then stop when they're set up and now just need time to process (we will finish the lab two day's from today).
Closure:
Take Away Points: Students will create another version of what happens in light-dependent reactions. They will be able to add photosystems I and II as well as electron transport. I will hand back their first versions and ask them to create their second versions on the back. We will review some similarities between the two versions as well as some differences (what we learned today). I will have my own 'story board' on the overhead/computer to go over with, with the students to be sure no information is missed. I will collect students story board as an assessment Answer to Question for the Day:What are the roles of the two photosystems? I will ask students if they know the answer. I will have the students try and walk through the answer together with little or no help from myself. Lit Strategy for Exit Assessment: Story board: version 2 Pre-Reading Strategy and Homework: Read pages 212-213, printed text I will give students from college textbook about the Calvin cycle and photorespiration. Strategy to Read: Anticipation guide (agree/disagree statements before reading and after reading which will be done tomorrow). I will provide students with a worksheet that has a list of statements. On the left side of the statements there will be a column called 'Before Reading' and on the right side there will be a column called "After Reading'. In the columns there will be 'Agree/Disagree' and the students will circle their opinions in the 'Before Reading' column tonight and then the "After Reading' column tomorrow as the warm up 'question'. Model: These statements will help guide you while you are reading. You can be looking for these statements, maybe not in the same exact words but the same ideas while you read. Then after reading the text, you will get a chance to answer the statements again, making sure to note if your answers changed or stayed the same. Tomorrow's Plan: Chemiosmosis/Carbon-Fixation Reactions: Breakdown of Molecules Involved/Calvin Cycle
Assessment:
Photosystems Coloring Worksheet
Cyclic and Noncyclic Electron Transport Venn Diagram
Lesson Plan
Return to Unit Plan
Lesson Title: Photosystems I and II/Noncyclic and Cyclic Electron Transport/Rate of Photosynthesis Lab
State Standards: GLEs/GSEs
LS2 (9-11) POC+ SAE –4Trace the cycling of matter (e.g., carbon cycle) and the flow of energy in a living system from its source through its transformation in cellular, biochemical processes (e.g., photosynthesis, cellular respiration, fermentation).
LS2 (Ext)–4
Students demonstrate an understanding of matter and energy flow in an ecosystem by …
4aa explaining the energy transfer with cells in photosynthesis [and cellular respiration], tracking ATP production and consumption
National Standards:
Content Standard A: Science as Inquiryo Formulate and revise scientific explanations and models using logic and evidence
o Recognize and analyze alternative explanations and models.
Content Standard C: Life Science
o Matter, Energy, and Organization in Living Systems- The energy for life primarily derives from the
sun. Plants capture energy by absorbing light and using it to form chemical bonds between the
atoms of carbon-containing molecules. In addition, the energy stored in bonds between the atoms
can be used as sources of energy for life processes.
Context of Lesson:
Students will continue learning about Light-Dependent reactions, focusing mainly on photosystems and noncyclic and cyclic electron transport. Students will also begin a lab that requires students to test various variables that may have an affect on the rate of photosynthesis.Opportunities to Learn:
Depth of Knowledge
Level 2 Comprehension:- Students will answer questions while taking notes that require them to discuss and explain the process of light-dependent reactions and photosystems.
Level 3 Application:- Students will illustrate the cycles of photosystems I and II.
Level 4 Analysis:- Students will compare cyclic and noncyclic electron transport by completing a Venn diagram.
Level 5 Synthesis :Prerequisite Knowledge
Students should be familiar with the photosynthetic equation, chloroplast anatomy, and ATP. This lesson will expose students to photosystems as well as electron transport.Plans for Differentiating Instruction
The lesson has a variety of teaching styles incorporated such as: demonstrations, working on responses independently, and group work. These will alter the mood in the classroom as well as the style of learning (visual, auditory, etc.).Accommodations and modifications
Throughout the lesson, student responses are kept on the board for further discussion as well as that particular day's agenda. This will help to keep students organized, focused, and on task. Also, I will show figures from the student's textbook so that it will be familiar and it will also help them understand it for when they are reviewing for the test on their own. By doing demonstrations, this will help students stay focused and see the topics in a real-life application which may give meaning to the topics which in turn helps them understand.Environmental factors
Students will be working independently at their tables (2 students per table) for most of the class period. The students will work in pairs for the laboratory experiment that will be started during this lesson and completed another day.Materials
- Coloring Photosystems Worksheet
- Colored Pencils
Textbook pages 212-213Objectives:
Instruction:
Opening:
Warm-up question: Where are the two places that chlorophyll absorbs the energy of sunlight? Remind them to think back to last night's reading for help. Allow students to think and record their answers in their notebooks. Then review some student's responses and putting them on the overhead/chalkboard.Reaction to Reading: Did last night's strategy work for you? What did you like and dislike about it? What can you tell me about photosystems? What is the difference between I and II? What is their purpose?
Question for the Day: What are the roles of the two photosystems?
Agenda: Notes on photosystems I and II, noncyclic and cyclic electron transport, begin rate of photosynthesis lab.
Engagement:
I will first have the students think about the warm-up question some more. I will give them some more time to jot down some thoughts or questions regarding the question. Then, we'll discuss student's responses and begin taking notes (letting students know that we will find answers to their questions when we are going through the notes). The notes will contain a brief overview of what was covered yesterday (light-dependent reactions and where they take place) which will bring us into photosystems. I will show several figures of light-dependent reactions as well as photosystems specifically from the textbook as well as others (from online and other textbooks). I will ask students questions like: Where are these light-dependent reactions occurring?, Where is water broken down?, Where are two places that chlorophyll absorbs the energy of sunlight (warm-up question)?, Where and how is ATP produced in this process?, How is NADPH produced in this process?. At this time, I will hand out a photosystems diagram that the students will color according to the directions and fill out what happens at each step. I will make colored pencils available and encourage students to fill out as much as possible without looking at their notes or textbook but allow them to if needed. They will work independently for this assignment.At this time, I will begin discussing electron transport by asking students what powers ATP production (electron transport-->which helps establish a proton gradient that in turn powers ATP production). I will hand out a graphic organizer for the students to utilize while I am walking through electron transport. The graphic organizer will be the same figures I am going over on the computer/overhead, with blanks for the students to fill in with the information they are hearing from me. I will be asking questions throughout the process; stopping often to stress important points and steps. Students will then work in pairs to fill out a Venn diagram comparing Cyclic and Noncyclic electron transport (photophosphorylation). I will be walking around the room answering questions and keeping students on task. They will hand them in as an assessment.
I will ask students what some things they think affect the process of photosynthesis. We will create a list on the board as a class and I will let them know we will be beginning a lab that we will start today and finish two days from today. I will ask students what the purpose of the lab is, what the variables being tested are, and what are some of their hypothesis'. The students will line up by birthdays (oldest to youngest) and then count of by two's or three's depending on the number of students in the class. I will assign each group with a variable they will be observing (light intensity, temperature, pH, and carbon dioxide). The students will set up their experiments and then stop when they're set up and now just need time to process (we will finish the lab two day's from today).
Closure:
Take Away Points: Students will create another version of what happens in light-dependent reactions. They will be able to add photosystems I and II as well as electron transport. I will hand back their first versions and ask them to create their second versions on the back. We will review some similarities between the two versions as well as some differences (what we learned today). I will have my own 'story board' on the overhead/computer to go over with, with the students to be sure no information is missed. I will collect students story board as an assessmentAnswer to Question for the Day:What are the roles of the two photosystems? I will ask students if they know the answer. I will have the students try and walk through the answer together with little or no help from myself.
Lit Strategy for Exit Assessment: Story board: version 2
Pre-Reading Strategy and Homework: Read pages 212-213, printed text I will give students from college textbook about the Calvin cycle and photorespiration. Strategy to Read: Anticipation guide (agree/disagree statements before reading and after reading which will be done tomorrow). I will provide students with a worksheet that has a list of statements. On the left side of the statements there will be a column called 'Before Reading' and on the right side there will be a column called "After Reading'. In the columns there will be 'Agree/Disagree' and the students will circle their opinions in the 'Before Reading' column tonight and then the "After Reading' column tomorrow as the warm up 'question'. Model: These statements will help guide you while you are reading. You can be looking for these statements, maybe not in the same exact words but the same ideas while you read. Then after reading the text, you will get a chance to answer the statements again, making sure to note if your answers changed or stayed the same.
Tomorrow's Plan: Chemiosmosis/Carbon-Fixation Reactions: Breakdown of Molecules Involved/Calvin Cycle
Assessment:
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: